BOOK REVIEW
AN INTRODUCTION TO LINGUISTICS
Drs. Asril Marjohan. M. A
Reviewer:
Eka Lutfiyatun
2303411022
ARABIC EDUCATION
LITTERATUR AND FOREIGN LANGUAGE
FACULTY OF LANGUE AND ARTS
SEMARANG STATE UNIVERSITY
CHAPTER ONE
WHAT IS SOSIOLINGUISTIK
Sociolinguistics is a branch of
linguistics which studies language variation and its relation to social
variation.
1.1. Interest in
Language
A
layman has been using the language for all his life for different functions ranging
from calling someone to come to him to arguing with someone who is very
strongly opposed to his opinion. But when he grows up mute or loses his ability
to speak or when he tries to speak communicate with a foreigner in a foreign
language. The latter situation is a main reason for enrolling in a foreign
language class. He thinks of language too when it causes war to break out
between people who would otherwise be at peace with another (see Traugott,
1980:1). This is reason why difference in language has been used as one of the
considerations in determining national borders.
1.2. Language and
society
Language
plays an important role in process of social interaction. It tells about
who the speaker is, what he does for a
living, with whom identifies himself, and most apparently when he comes from.
Language is like a uniform, a badge or a flag formation it conveys. Trudgill
explains this when he states that “in seeking clues about his companion the
Englishman is making use of the way in which people from different social and
geographical backgrounds use different kinds of language”. (Ibid., :14)
Variation
in social variables of the participants and the social categorization of the
social setting parallels or follows closely variation in linguistic forms or
constructions used in communication. A Punjabi Moslem uses Arabic or Punjabi
when shopping and at work, Punjabi when talking with family and friends and
when dealing with government agencies. ( See Bell, 1976:131)
However,
Trudgills shows the effect of society on language is less controversial than
the Sapir-Whorf hypothesis. Society exerts some influence upon language.
Physical, social and political environment in which a society lives as well as
the values held high in the society are reflected in its language. English has
two words for snow. Eskimo has many because Eskimos have “to be able to
distinguish efficiently between different types of snow. (Ibid. p.27). It is
same with Balinese has many words for pig, whereas Minangese has a few.
Society
creates different lexical items to differentiate degrees of respect as tp the
person addressed or referred to. Such as in Javanese the word inget-eling-remember.
Perhaps difference in degrees of respect is largely indicated through the
address system in languages like Indonesian and Minangese. A political
situation has some impact on language too. When the late president Soekarno was
in Power, Indonesian had honorific words such as paduka yang mulia and tuan.
in the time of colonizers, the word bung was preferred.
1.3. Sociolinguistics
Bell
(1976) calls sociolinguistics “the relatively new approach within linguistics
ti the description of variation language”. Chaika (1982), in the other hand,
defines it as “the study of the ways people use language in social
interaction.”
1.4. Problems
Concerning the Definition of Language and its Impact upon The Study of Language
Variation
Nababan
(1987) list language varieties based on different external variables which
cause the varieties.
·
Regional variety or dialect – by geographical factor
·
Social variety or sociolect - by socioeconomic factor,
the socioeconomic group which uses the variety
·
Functional variety or functilect – by situation factors
(participants, setting, topics, and media.
·
Chronological variety or chronolect – who is spoken in a particular
time
1.5. Problem
Concerning The Concept of Scientific Study
Linguistics
has been defined as scientific study of language. The term scientific has been
defined differently. The nineteenth century linguistics was primarily
philology. The twentieth century linguist rejected a dynamic evolutionary
approach and concentrated on the description of specific language system at an
arbitrarily chosen point in time.
1.6. The Speech
Situation
It
is generally accepted premise of modern conversational analysis that engage in
and sustain a significant range of verbal encounters, participants must have
both background information situation at hand and sociocultural knowledge
1.7. The Scope of
Sociolinguistics
There
is strong similarity between sociolinguistics and linguistics, sociolinguistics
and dialectology, and sociolinguistics and rhetoric. However, they have
differences in approaches and handling of the data languages. The interest that
is shared by both dialectology and sociolinguistics has to do with:
·
The ways that speech shows the social groupings within a
community
·
The social markers for which people listen, no matter how
subconsciously, in their social dealings in a community
1.8. Micro and Macro
Sociolinguistics
The
individual approach to the study follows the methods of a psychologist is
called micro-sociolinguistics. The social approach is like sociology and is
called macro-sociolinguistics. Generally the subject matters of
sociolinguistics can be summed up as follows (Alwasilah, 1985: 4-6)
·
Various conventions which are observed in organizing
utterances to the achieve social goals
·
The impact of social norms and social values on the
linguistic behaviors
·
The application of linguistic resources in making
political decisions
1.9. Summary and
Comments
Sociolinguistics
is a branch of linguistics which studies language variation in its relation to
social variables. Fasold (1984) list the possible subdivisions of
sociolinguistics. The list includes anthropological linguistics, ethnography of
communications, speech acts, pragmatics, the study of pidgin and creole,
societal multilingualism, diglossia, language attitudes, language choice,
language maintenance and shift, language planning and standardization and the
use of languages in educations.
Sociolinguistics
seeks to explain language variation far beyond the borderline of the language
form as it relates variation to the speech situation. For language varieties in
sociolinguistics are dialect, sociolect, functilect and chronolect.
Related
to how we see social group, from individual who is engaged in it or from the
social interaction which takes place between individuals that make the group.
We can see two possible areas of sociolinguistics. First, the study of the individual
in a small group or micro-sociolinguistics. The second one, the study of an
interaction between different large groups. Including that between different
nations.
Reviewer agrees that
language plays an important role in process of social interaction. We know that
language is a part of culture, and culture is a part of society. We do the
relationship by language so we can show what in own mind to the other. So, we
should study the sociolinguistics to know how social society can influence
language uses. And we should know that among the different places have some
characteristics. Like Indonesian, English and Javanese have different
characteristics too.
CHAPTER TWO
SOCIOLINGUISTIC INVESTIGATIONS
2.1. Sociolinguistics
and Sociology of Languages
Most
properly labeled sociolinguistics, has as its goals the inclusions of such as
social data as will make the models of descriptive linguistics more powerful
and general. The sociology of language is the integration of linguistics and
social structures in the form of some theory of signs which would unite
linguistics with the human science through the study of the way in which signs
are used within the context of social life (Bell, 1976:28)
2.2. Sources and
Handling of The Data
For
both approach the data are collected from the informant or respondent with a
tape recorder or a questionnaire and the other instruments. A sociolinguistics
cover so broad a field of investigation, it uses both qualitative and
quantitative analysis. We can use the tape recording of an interview and
observation or censuses and surveys. When censuses we can use of statistics (
sampling techniques, independent and dependent variables, measurement,
distributions, and hypothesis testing)
2.3. Summary and
Comments
In
this chapter we have discussed how sociolinguistics research is carried out,
the difference between two approaches in sociolinguistics, one which starts
with language and the other starts with society. In sociolinguistics, in
addition to a descriptive and qualitative method, also needs a quantitative
method in which statistical techniques are used by Bender in his language
surveys in Ethiopia.
Reviewer
agrees with Bender that one survey technique that looks valid and reliable was
used. A sociolinguist intending to use data from censuses and surveys are
concerned with questions, responses, geography and data handling. In spite of
their shortcomings, censuses and surveys are very useful because they provide
us with data from a large population and allow us to compare different parts of
the world.
CHAPTER THREE
LANGUAGE VARIATION
3.1. Modes of
Variation
Ferguson
(1959) finds that speaker often use more than one language variety, and two
varieties often exist side by side which each having a definite role to play.
He uses the common diglossia (Arabic, Modern Greek, Swiss German and Hatian
Creole. And he believes that diglossia is very widespread phonomenom. The
characteristics of a diglossia have to do with prestige, literary heritage,
acquisition, standardization, stability, grammar, lexicon and phonology.
In
Javanese, the social relationship between the speaker and the listener has to
do be marked. The relationship is related to status and familiarity. The status
depends on things such as wealth, nobility, education, occupation age, kinship
and nationality.
Nababan
(1987) gives some examples of Indonesian speech styles. Trims “thank
you” is a word expressed in a casual style. And Alwasilah (1985) describes the
characteristics of restricted code is more detail:
·
Syntactic sequences in accordance with correct
grammatical rules
·
Complex sentence constructions with logical modifications
and emphases usually realized in conjunctions and subordinate clauses
·
The frequent use of prepositions which show logical,
temporal, and spatial relations
·
The frequent use pronoum “l”
·
The selected use of number of adjective and adverbs
3.2. Sociolects and
Regional Dialects
Platt
explains relationship of sociolect and dialect that linguist have claimed that
there is often a close integration between two, in the way that ih the higher
the speaker’s sosiolect, the fever features of regional dialect would be
detectable in his speech. But this has some exeptions.
3.3. Summary and
Comments
Language
uses is heterogeneous and the heterogeneity may occur at any level of language
analysis. Ferguson (1959) discovers code differentiation according to roles the
language plays and coins the term diglossia to refer the situation in
which two varieties exist with each having a different role to play. Labov
(1996) distinguishes language variation into variable and variant. A variable
refers to an inconsistency of a form from a standard and a variant is the value
of the variable.
Bailey
(1969) describes the implicational relationship which holds between choices of
linguistic variables and presents them in a scale. And Bernstein (1970) sees
evidence of the impact of socialization upon speech and explains the problems
of lower working class children at school in terms of their inadequate language
background. They are ill-equipped with the use of their restricted code, since
at school they are exposed to an elaborated code, a code of the middle class.
Reviewer agrees that language
uses is heterogeneous and the heterogeneity may occur at any level of language
analysis. We know that in this world there are not same and every language has the
official regulation. And reviewer agrees too with Bailey that describes the
implicational relationship which holds between choices of linguistic variables
and presents them in a scale.
CHAPTER FOUR
USE OF DIFFERENT CODES
4.1. Code
Code
is a term which refers to a variety. Thus a code may be an idiolect, a dialect,
a sociolect, a register or a language. A speaker has a linguistics repertoire
which consist of various codes. In a monolingual situation, the use of
different codes depends on the variability. For example dialect of non-Priyayi,
urbanized somewhat educated person:
·
Menapa panjenengan badhe dhahar sekul smenika?
·
Napa sampean arep neda sega saiki?
·
Apa kowe arep mangan sega saiki?
·
Are you going to eat rice now?
In a multilingual
situation, the use of different codes depends on the variability of the
languages and the specification of their uses as agreed upon by the people or
as reinforced by the government. When we have two codes with each having
specifications, we have a stale diglossia.
A study of Balinese
students, show that the students in talking with other in public trend to use
Balinese when the topics are dresses, films, recreations, sports, foods, jokes,
dreams and family. Whereas when the topics are educations, politics, economy,
law, and technology, they tend to use a mixed code (Balinese and Indonesian)
4.2. Code Switching
Some
people use the term interference to refer to the occurrence of features of a
foreign language or other languages in a particular language but other reject
the use of such term because of its pejoractive connotations and would rather
see the mixed language rather than two. The mixed language should be considered
to be one language rather than two.
4.3. Domains of
Language Use
Domain
is “a socio-cultural construct abstracted from topics of communication,
relationship between communicators, and locals communication is accord with the
institution, of a society and the spheres of activity of a speech community in
such a way that individual behavior and social pattern can distinguished from
each other and yet related to each other.” (Fishman, 1972:20)
Domain
of language behavior and social pattern can distinguished from each other and
yet factors contributing to the concept of domain are topic, role relationship
and locale. Bit another view includes motivational factors as well. (Tanner,
1967)
4.4. Creole and Pidgin
A
creole is a new language as a result of a mixture of languages, A pidgin is
like a creole but unlike a creole it has no active speakers. Different
varieties of language beginning from creoles and ending in the standard variety
can be fitted into a spectrum. The examples of this is Guyanese continuum.
A
pidgin is developed in languages in contact situation in which people cannot
speak each other’s language. The theories about the emergence of pidgin are the
baby-talk hypothesis and the polygenesis theory. A pidgin ca develop into a
creole, stabilize or die. Creoles can become a low language of diaglossia,
extinct, a standard language or merge with a superordinate language. The reduced
from pidgin and creole languages make them more complex because the smaller
system is made to carry just a large semantic load as the full language.
4.5. Summary and
Comments
Code
refers to a variety. In a monolingual situation, the number depends on the variability
of the language the corresponds to the degree of refinement of the social
stratification. In a multilingual situation, the number is determined by the
variability of languages and the specification of their uses which are started
in the language policy of the country. The situation can be one of diglossia.
CHAPTER FIVE
LANGUAGE TYPOLOGY
5.1. Historical and Formal Typologies
There
are different ways of classifying languages. The historical linguistics
classifies languages into languages families. Thus we say that Indonesian
belongs to the Austronesian family, whereas English belongs to the
Indo-European family. Descriptive linguistics classifies language differently
from that of the historical one in that it does without the historical part of
the language. It is interested in comparing languages in from as they appear to
the descriptive linguist, this classification dates back to the late
seventeenth century. (Bell, 1976:145).
This classification is based on similarity of structure-phonetic, phonological,
morphological, and syntactic structure. According to this classification there
are two fundamental systems of languages: (1) analytic and (2) syntactic.
Analytic language has a large number of free morphemes and a few affixes.
Examples are Chinese and Vietnamese, which have monosyllabic words. A synthetic
language has a large number of bound morphemes. Examples are classical Greek,
Latin and Turkish.
5.2. Functional Typologies
Functional
typology, unlike the linguistics or formal typology related the linguistics
forms or their functions. The earliest functional typology was proposed by
Stewart’s 1962 model, it depends on four attributes:
·
Standardization: existence or non-existence of an agreed
set of codificatied norms as the basis of the formal teaching of the language.
This is proven by the availability of grammars and dictionaries.
·
Vitality: existence or non-existence of a living
community of native speakers. For examples is a dead language because it no
longer has any native speakers.
·
Historicity: existence or non-existence of ethnic
background or social background. A language may be artificial, such as
Esperanto which has no ethnic or social background.
·
Homogeneity: existence or non-existence of the basic
grammar and lexicon which are derived from the same prestages of the language.
French is an example of languages which has this attribute because it has
developed from Vulgar Latin.
Sociolinguistics Typology I
Attribute
|
Language
Type
|
Example
|
|||
1
|
2
|
3
|
4
|
||
V
|
V
|
V
|
+
|
Standard
Language
|
Standard English
|
V
|
V
|
V
|
Classical
|
Latin
|
|
V
|
V
|
V
|
Vernacular
|
Colloquial Arabic
|
|
V
|
V
|
Creole
|
Krio
|
||
V
|
+
|
Pidgin
|
Neomelanesian
|
||
Artificial
|
Esperanto
|
||||
V
|
+
|
Marginal
|
Household Language
|
||
V
= possession of attribute 1.
Standardization 3. Historicity
+ = either 2. Vitality 4. Homogeneity
But, homogeneity is dropped and autonomy
takes its place. Autonomy is the acceptability or non-acceptability of the
language as distinct from other languages varieties. When two languages have
very different structures from one other, like French and English we can say
that both languages have autonomy. In 1971, Hymes incorporates three new attributes,
such as:
·
Reduction, whether or not there is a reduction in syntax,
phonology, or lexis in the language when it compared with other varieties which
are related to the language.
·
Mixture, whether or not the language has linguistic items
or structures or both that are originally in the language.
·
De facto norms, whether or not the language has norms of
usage which are accepted by the users of the language.
Hymes’s
Sociolinguistic Typology
Attribute
|
Language Type
|
Examples
|
||||||
1
|
2
|
3
|
4
|
5
|
6
|
7
|
||
V
|
V
|
V
|
V
|
+
|
V
|
Standard
|
Standard English
|
|
V
|
V
|
V
|
V
|
Classical
|
K. James English
|
|||
V
|
V
|
V
|
Vernacular
|
‘Black English’
|
||||
V
|
V
|
Dialect
|
Cockney
|
|||||
V
|
V
|
V
|
V
|
Creole
|
Krio
|
|||
V
|
V
|
V
|
Pidgin
|
Neomelamesian
|
||||
V
|
V
|
V
|
Artificial
|
‘Basic English’
|
||||
+
|
V
|
?
|
Xised Y
|
‘Indian English’
|
||||
V
|
V
|
Interlanguage
|
‘A’s English
|
|||||
V
|
+
|
Foreign Talk
|
‘B’s Simplified Eng.
|
|||||
Source:
Ibid, 151
1.
Standardization 5.
Reduction
2.
Vitality 6.
Mixture
3.
Historicity 7.
De facto norms
4.
Autonomy
4.3. Summary and Comments
Different
type of classifying languages are historical classification, descriptive
classification and sociolinguistics classification. In the first two
classifications, language type is determined according to form, hence the name
formal typology, in the last classification, language type is determined
according to function, hence the name functional typology.
CHAPTER
SIX
LANGUAGE
PLANNING
In a multilingual state the government
needs a national language to run the state. The people also need the national
language to express to their representative in the government their aspiration
and needs. The national language is the symbol of identity and trough the mere
use of it this identity is announced and reinforced.
Decisions are made at the national
level as to what language is to be chosen as the national language and how that
language is to be developed. Such decisions are primarily in what is called
language planning. Rubin defines language planning as “deliberate language change,
that is changes in the system of language code or speaking or both that are
planned by organizations that are established for such purpose or given a
mandate to fulfill such purposes”. The changes that are made in language
planning include changes in linguistic rules and those in language use. The
decisions as to what and how this is done must be based on various
considerations – economic, political, demographic and psychological.
6.1. Problems of
Multilingualism
Language problems are very common
in a multilingual state. The biggest among them is educational. One concept of
language planning is instrumental. Another one is sociolinguistic.
6.2. Approaches to
Language Planning
An underlying obstacle to this
approach to language is to evaluate attitude is seen as an instrument which
prompts some people to believe that “some languages are inherently better than
others” (Fasold, 1984:150). Languages are compared in terms of the balance of
beauty, clarity, elasticity, and economy. Fasold told that the weakness of this
instrumental approach is that it tends to neglect the symbolic value of
language and language attitude.
Einar Haugen reject the “tool”
analogy and thus rejects the instrumental view of language for four reasons:
·
A linguistics system is more complex than any tool system
so that its analogy to any tool is only metaphorical
·
A linguistics system is stored in the brain and is part
of the individual himself; tools are not
·
Language enables humans to perform complex and creative
acts of communication such as telephone or a printed book. These can only
extend the use of language and cannot replace it.
·
Unlike tools, which are easily replaceable or even thrown
away they are not needed any longer, language is not easily replaced
The
second approach to language planning that language as a resource that can be
used to improve social life.
6.3. Nationalism and
Language Planning
Language planning can be seen as
an aspect of modernization, but it has the three characteristics of nationalism
as well. The consequence is that language planning has some conflicting
elements which characterize nationalism are (1) modernization and
authentification, (2) authentification and unification or uniformation, and (3)
unification and modernization (Fishman in Rubin and Jernudd, 1971)
6.4. Processes of
Language Planning
There are four steps in language
planning (Rubin, 1971), such as:
a. Fact finding,
information concerning languages and domains of language used are gathered
before planning decisions are made.
b. Planning,
planners set goals, develop strategies and predict the outcomes.
c. Implementation,
the planners carry out the decisions
d. Feedback, the
planners evaluate the plan in terms of the degree of success.
6.5. Stages in
Languages Planning
Two states in language planning
are language determination and language development. Three key factors
determine the choice language are the total number of languages in the state,
the ratio of L1 users to the total number of population, and the
demographic population (Bell, 1976:166).
One way of developing language is
through standardization that is through setting standards of norms or correct
usage. Standardization is motivated by modernization, which creates demands for
language change and demands for standardization. In terms of linguistics forms,
standardization may involved phonology, orthography, morphology, syntax, and
lexicon. However, standardization does not only have to do with linguistics
form. It also involves differentiation of language functions and language
attitudes. (Kridalaksana, 1981)
To develop the lexicon the
planners either coin new words or borrow the already existing words from other
languages. Some ways of creating new word are:
· To take words
from a foreign language
· To make up words
or lexical groups from the language itself
· To take items
from a classical language which has or had influence on the culture and
religion of the nature.
Four functions of a standard
language according to Moeliono to unify the people of the nation, to show the
identity of the people, to become the national pride, and to be a frame of
reference.
6.6. Criteria for
Language Planning
Criteria of language planning are
efficiency, effectivity, adequacy, and acceptability. Expert are divided as to
their relative importance. An effective approach to language planning would be
a naturalist approach. Planning is done by considering factors which contribute
to natural language change. Pool (1979)
has shown that there is a definite relationship between use of language and
willingness to claim a particular identity. Moeliono urges this principle when
speaking Indonesian and when referring to the concepts in Indonesian context.
Alisjahbana believes that if a
plan is to have some chance at success, it must consider certain psychological,
social and cultural prerequisites. He suggest that a feasible language planning
is the one carried out at school.
6.7. Goals of Language
Planning
The type of goals of language
planning are allocational, distributional, and stabilizational goals, and three
classifications of language planning aims are extralunguistic, semi linguistics
and linguistic aims.
Extra
linguistic are:
a. Horizontal,
change in area of use: geographical and communal (mixed population)
b. Vertical: between
classes, between town and country, settled and nomadic, in specific uses (literary
vs spoken or religious vs vernacular use)
c. Diachronic, this
type of aim is often radical : revival of a “dead” language, use of a written
language for speaking or spoken language for writing, creation of a new
language block, and killing or allowing to die an exixting language.
Semi linguistic aims
a. Writing: to
change the writing system, to change features of the writing system, a change
in ductus (improvement of graph indistinctiveness) and pra-orthographical
change (punctuation and standards of transliteration).
b. Spelling:
systematization and unification, simplification, word boundary spelling changes
(dividing prepositions, articles, and the like from nouns, abolition of sandhi
spelling), and phonemization.
c. Pronunciation:
unification of regional or social allophones and the like that are not
affecting the distribution or number of phonemes
d. Restriction in
speaking: use the politeness forms and language taboos
Linguistic aims
a. Vocabulary:
enlargement, standardization, and sociosemantics
b. Structure: phonology,
morphology, and syntax
c. Style:
traditional vs Europeanized style,”high” style vs simple writing, and should
national prestige literatures be read in the original form.
6.8. Evaluation of
Language Planning
Evaluation is important in
providing information for three of the four stages in language planning. It
provides information for the fact finding, planning and feedback. Some criteria
to be used in language planning include scientific criteria (internal and
external validity, reliability, and objectivity) and criteria practical
utility. In addition, an evaluation must be relevant, significant, in the scope
of the decisions, credible, timely, pervasisme and efficient.
6.9. Summary and
Comments
Decisions about language to be
elected as the national language and the development of the language once it
has been elected are called language planning.
Written language is more easily
standardized than spoken language. After repeated attempts at standardization
the language system will become more uniform and presumably more efficient. The
characteristics of a standard language are the existence of fixed language
rules and the existence of intellectualization. A tern related to
intellectualization is modernization, which refer to “the process of becoming
the equal of other developed languages as medium of communication modernized, a
developing language must expand its lexicon and develop new styles and forms
discourse.
Reviewer is so respectful with
this chapter, because in this chapter discuss about language planning. Language
planning is the most important for language society. And it is one of many home
work of reviewer in the last semester. When we do language planning we have to
give attention every steps of planning language. And reviewer agrees with the
statement that “ in carrying out the plan, the government can ask to the people
in the educational system to teach the language selected as a national or
official regional language”. The government can order all schools to use the
language as a medium of instruction. The government can order school to teach
new terminology, a new spelling system, etc. and the government may also give
prizes or subsidies for publisher and media for using the selected language. A
journalist, a novelist or a film maker with a good reputation can help in
language planning too. If he or she uses the new words, new grammar recommended
by the language planner.
CHAPTER SEVEN
SOCIOLINGUISTICS
AND EDUCATION
The contributions of sociolinguistics
in the field of education can be seen in two years. Sociolinguistics help the
educator to see the sociological nature of education and its problems.
Sociolinguistics has theories about situated language use that are important to
consider in school teaching, language being the medium of instruction and one
of the subject at school.
7.1. The Nature of
Education and Its Problems
Learning problems that are caused
by differences of experiences outside school will still remain even in a ideal
situation in which each member of the society has an equal access to education.
These can be meaningfully investigated and solved with sociolinguistics
approach.
Access to opportunities depend on ways
of using language. There appear to be style associated with different power,
styles that recur in different situations. School education should provide
facility in learning these ways of using language.
Discourse analysis studies can show
the educator some thing about classroom interaction,
interaction among students when the teacher is not present and they can give
some understanding about causes of learning problems. For example they can show
how patterns of language use affect learning. They can show something about the
equality or inequality of opportunities and the kinds of communicative
competence being fostered at school.
Sociolinguistics has some input for a
language syllabus design. It has theories about language variation,
communicative competence and context of language use. Research on
sociolinguistics can produce data about sociolinguistics profiles of the
society I which the learner is living and about the social functions of the
target language.
The important details in
sociolinguistics profiles are: (1) the degree of linguistics heterogenity, (2)
language legal status, (3) and language functions.
A language can be described as:
·
Language of external wider communication
·
Language of internal wider communication
·
Language which is taught but not used as a medium of instruction
·
Language used as a medium of instruction at primary level
·
Language used as a medium of instruction at secondary
level
·
Language used as a medium of instruction at tertiary
level
·
Language of public worship
7.2. Summary and
Comments
Another contribution of
sociolinguistics is in the selection of language materials for instruction.
Survey results on language demands of various groups and professions can be
used in deciding what kinds of language materials to be taught.
A language syllabus that suits the
sociolinguistics approach is the functional one and this corresponds to the
shift in emphasis from referential aspects of language to social uses of
language. Language text to be used for a
language class must meet three requirements. They must be situationally likely,
the role played by each participant is likely and the level of language
formality is appropriate to the situation.
Reviewer agrees with sentences in first paragraph of
chapter six because, education may get some insight into the sociological
nature of education. And reviewer thinks that another document from the
sociolinguistics research that can help in the selection language materials is
a survey report about the language demands of various social groups and
professions.
BIBLIOGRAPHY
Marjohan,
Asril, 1988. An Introduction to Sociolinguistics. Jakarta: P2LPTK
NOTES
I
do not know why I write this notes. I just want to tell what I feel when I
finish this job. Actually, I wanted the book of sociolinguistics in Indonesian.
But, I just found it in English version. I think it is okay if I take it out
for my assignment. I will get new challenge. I think it will be pleasure
because I get new experience to resume this book. But when I started to resume
this book I felt a little stress, because sociolinguistics is the new knowledge
for me.
I
should write this at the preface, but I do not know why I write this as notes.
I just want to give thankful to two people. Thanks to Mr. Asril Marjohan who
write this book. It is useful for me. He use the simple sentences so reader can
understand it without find many problems. He can open my mind about
sociolinguistics. And thanks for Mr. Singgih Kuswardana who gave me this
assignment. I think it is a good method for student. They can study
autonomously. I hope this resume will useful for many people.
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